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Abstract
This paper presents a small scale research project that focuses on pre-service physical education teachers’ and sports coaches’ considerations of using Teaching Games for Understanding (TGfU) to teach games. A research design akin to action research was adopted whereby pre-service physical education teachers and sports coaches (n = 72) completed a one-off 90 minute introduction to wheelchair rugby league (WRL) session utilising a TGfU approach. Data were generated through end of session whole-class reflections as well as semi-structured individual interviews undertaken with three (n = 3) participants. Post session first-author/primary practitioner reflections were also recorded. Data analysis was conducted via inductive coding procedures and revealed three themes: 1) TGfU as a positive pedagogy; 2) TGfU as a versatile approach, and 3) significance of content within a PETE programme. Implications of research findings include suggested consideration by teachers and coaches for using TGfU as a pedagogical model when teaching adapted sports as well as the possible inclusion of WRL in general physical education curricula.
Highlights
The teaching of games in primary and secondary school physical education (PE) has been described as a ‘central part of school life for pupils of all ages’ (Ofsted, 2013)
In light of this statement and in recognition of the responsibilities the authors have as educators and trainers, this study focused upon developing pre-service PE teachers’ and sports coaches’ awareness of Teaching Games for Understanding (TGfU) as a pedagogical model to be used when teaching games
This section triangulates data generated from end of session whole-group discussions, individual semi-structured interviews and first author field notes to present an informed picture of participants’ perceptions of learning and experiencing an unfamiliar sport through utilisation of a TGfU approach and their considerations of using the approach to teach/ coach the adapted sport of Wheelchair Rugby League (WRL)
Summary
The teaching of games in primary and secondary school physical education (PE) has been described as a ‘central part of school life for pupils of all ages’ (Ofsted, 2013). In their review of adapted physical activity (APA) literature between 2006 and 2010 Karkaletsi, Skordilis, Evaggelinou, Grammatopoulou and Spanaki (2012) highlight that out of 99 articles reviewed only two had a scientific area of focus relating to pedagogy This lack of text-based guidance and/ or empirical research relating to the use of game based approaches within specialised and unique contexts can have significant impact upon PETE programme content as well as pre-service PE teachers’ and sports coaches’ development into effective and resourceful games teachers. The 2013 World Cup took place in London (England) with France crowned champions
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